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Lesson Plan
Grade/Subject: Grade 8 Science Unit: Light and Optics Lesson Duration: 90 minutes
KSAs: 1, 2, 3, 4, 5, 7, 8, 9 and 10
OUTCOMES FROM
ALBERTA PROGRAM OF
STUDIES

Measure and predict

angles of reflection

LEARNING OBJECTIVES
Students will
1. Predict the path of light
rays.
2. Identify light rays that
follow the Law of
Reflection
3. Label the different parts
of a ray reflection
4. Illustrate light ray
patterns for concave and
convex lenses
5. List benefits and
examples of concave
mirrors

Investigate how light is

reflected, transmitted and
absorbed by different
materials; and describe
differences in the optical
properties of various
materials
Investigate, measure and
describe the refraction of
light through different
materials

6. Identify materials that

absorb, transmit, and
reflect light rays.

7. Differentiate between
reflection and refraction of
light.
8. Differentiate between

ASSESSMENTS
(Observations, Key Questions,
Products/Performances)

Does the type of surface

affect the light rays path?
(LO #1)
What types of surfaces are
better for normal reflection
vs. diffuse reflection?
(LO#1)
What is the Law of
Reflection? (LO #2)
Can you draw and explain
the Law of Reflection? (LO
#3)
What are the components
of a reflected light ray? (LO
#3)
Can you label these parts?
(LO #3)
How do the light rays
interact with a concave
mirror vs. a convex mirror?
(LO #4)
Where is the focal point of
concave and convex
mirrors? (LO #4)
What benefits do concave
mirrors have? (LO #5)
What are some examples
of concave lenses? Where
are they used? (LO #5)
How does light interact
with certain materials? (LO
#6)

What is the difference

between materials that
reflect and refract light?
(LO #7)
What happens to the light

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convex and concave

lenses.
9. Illustrate light ray
pattern for concave and
convex lenses
10. List examples of
convex lenses.

rays when they pass

through the
convex/concave lens? (LO
#8)
Draw the light ray pattern
that occurs when a
convex/concave lens is put
in front of a beam of light.
(LO #9)
When do we use convex
lenses? (LO #10)

LEARNING RESOURCES CONSULTED

Resource #1: http://lessonplanspage.com/ScienceConvexConcaveLenses69.htm/
Resource #2: Refraction: https://www.youtube.com/watch?v=jQDRNb-E-cY
Resource #3: Fun House mirror: https://www.youtube.com/watch?v=xuL4xqnABpQ
Resource #4; Bill Nye- Concave and Convex: https://www.youtube.com/watch?v=MvUIsetjVck

MATERIALS AND EQUIPMENT

paper
bouncy ball
protractor
concave/convex mirror
light device
Pringles
Concave and convex samples
Kahoot quiz

PROCEDURE
Introduction (10 min.):
Attention Grabber: I will explain the game one word story as a review from last class. Students will be required to
make up a story that includes all of the following words: transparent, translucent, opaque, microscope and telescope.
I will write these words up on the board as a reminder for the students. Students will have to use the words in
appropriate and correct context. The story can consist of many sentences. (Example: 5 sentences, one for each word)
**This will change depending upon the time given. Because of the limited amount of time and large amount of
material that needs to be covered today, I may assign each group one word, and they must use that word correctly in a
sentence.** The class will be split into groups of 5-6 students. Each group will make up their own story. Each student
in the group will add one word to the sentence after correctly rehearsing the previous sentence that the other students
have made. I will give a demonstration before the students are split into their groups. Students are encouraged to
write down their sentence AFTER it is made orally.
Expectations for Learning and Behaviour: Students will be working in groups to construct this sentence
Advance Organizer/Agenda: One word story, Types of reflection, Law of Reflection, Refraction, Concave and convex
mirrors, Kahoot closure
Transition to Body: Students will be asked to take out a sheet of paper and create a mind map as we go through
todays material
Body (65 min.):
Learning Activity #1: Types of reflection. I will add the first branch to the mind map on the white board with the
title Types of Reflection. I will extend two more branches from the title and write regular on one and diffuse
on the other extending mini branch. I will draw diagrams next to each of these words on the whiteboard. Students
will copy this down into their own notes. I will explain the differences between these reflection types in relation to
light rays. I will then ask a student to come up to the front and assist me. Facing perpendicular to the students, I
will bring out a bouncy ball and bounce pass the ball to my assistant across from me on the flat table surface. (This
would be an example of a light ray coming in and reflecting off a regular surface). Next I will place an uneven
surface on the table and again bounce pass the ball to my assistant. This time, the ball should not bounce directly
towards the student, rather bounce in an unexpected direction and the students will have to scramble to get it. (This
would be an example of light rays reflecting off an uneven surface and diffusing the light rays in random
directions).

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Assessments/Differentiation: Students will be asked to copy the mind map down into their own notes as I write it on the white
board. Students can choose to draw the pictures into their notes or write the words. Students DO NOT have to draw the mind map,
however they must take the notes down in some way that works for them. I will also demonstrate this concept with a bouncy ball
showing the result of reflections off a normal/flat surface and a diffuse/uneven surface.

Learning Activity #2: Law of Reflection. I will introduce the Law of Reflection and how it is a rule that all light
rays follow. I will draw a diagram on the whiteboard with a protractor to illustrate this law. On this diagram, I will
label the angle of incidence and angle of reflection. These two angles will be equal to each other. The students will
add another branch to their mind map and draw this diagram in that new space. I will write down the rule in
words, say it orally and also write an abbreviated rule for those students who do not like to write a lot.
Assessments/Differentiation: On each new branch on the mindmap, I will also include page numbers that students can
reference in the text for more information or to find the information so they can look at it later.
Learning Activity #3: Concave and convex MIRRORS. I will ask the students to stick out their belly to the biggest
they can. This will exemplify a convex mirror. I will then ask students to suck in as much as they can and this will
be called a concave mirror. I will bring out the large mirror and each student will have an opportunity to play with
the mirror and distance from their face. I will also bring spoons that students will be able to use to demonstrate
what happens to the image depending on the distance. I will give students an image and the students will have to
sketch what happens to that image when it is far away from the concave mirror (spoon) and when the image is
close to the concave mirror (spoon). Once students have done this, I will explain the Focal Point of a concave
mirror and how the concave mirror is a great collector of light. I will draw a diagram on the board and will also
reference page 198 in the textbook. Based on this information, I will ask students to name at least two examples of
optical devices that make use of concave mirrors. I will do the same for the convex mirror, however I will let the
students play with their distorted reflection and will draw the ray diagram on the whiteboard. Students will be
expected to draw the diagrams, definitions and examples of each type of mirror. I will then show the video about
fun house mirrors. Show video: https://www.youtube.com/watch?v=xuL4xqnABpQ
BRAIN BREAK! I will ask students if they can think of anything else other than a spoon or funhouse mirrors that
are shaped in concave/convex ways. I will hand out a couple containers of Pringles. Students will be allowed one
each, unless there are extras. Before students can eat their Pringle, they must identify the concave and convex side.
Learning Activity #4: Refraction show experiments with pencil and coin. Then show video:
https://www.youtube.com/watch?v=jQDRNb-E-cY We will add another branch to our mind map and I will
refer back to our 4 properties of light. (Light can travels in straight lines, reflects, bends, form of E). We have
discussed the first two properties in depth and now we will be focusing on refraction of light. With the light
source I can demonstrate the bending of light when it travels through a different medium. We will discuss
specifically how the density of different mediums slow down the speed of light. I will use the hallway analogy. If
there is no one in the hallway then it is easy to travel from one class to the next, however if there are more
people, therefore it is more dense, then is may take longer because you need to slow down. The light rays act in
a similar fashion.
Learning Activity #5: Concave and convex LENSES. I will have to make a clear differentiation between a mirror and a lens in
the way that mirrors are opaque (the rays are reflected of of it) and the lenses are transparent (light rays go through it). This
will be communicated, verbally and through illustrations drawn on the whiteboard. I will show the video:
https://www.youtube.com/watch?v=MvUIsetjVck If there is time available, I could show students the light machine and they
could put the various lenses in front of the light beam to demonstrate the refraction of light in predictable ways. After discussing
this, we would talk about different uses for the convex lenses in our day to day lives.

Closure (15 min.):

Consolidation/Assessment of Learning: Kahoot quiz on Reflection and Refraction of Light. Students will be asked to
take out their phones or device and log into kahoot.it. Here they will enter in the game code and their nickname. I
have made a 12 question review quiz that will go over all major points I had wished to cover in class along with a
couple review questions from last class (before ELW)
Feedback From Students: Their answers to the questions
Feedback To Students: Reviewing after each question if there is some diverse responses

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Transition To Next Lesson: I will ask students to keep the mind map they made and if they wish to add more
information, or if they missed any information, they can refer to the page numbers I had provided in the slideshow. I
will make note that this information is crucial to complete the assignment on Thursday before spring break. I will ask
students to bring their text book and paper to next class and be prepared for a work period. This way they will have no
homework for science over spring break.